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Lecturer(s)
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Kovář Ivo, Prof. Dr.
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Šedivá Vladislava, PhDr. Ph.D.
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Course content
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1. Teaching in the context of the curriculum and its division into situations. Reflection on teaching and the mental image of teaching as a prerequisite for research in art and audiovisual education. Didactic case study of teaching in art and audiovisual education as a basis for qualitative research; 2. Professional judgment about teaching vs. lay judgment about teaching. Theoretical conclusiveness and empirical adherence of judgments about teaching. Pre-structured reflection on teaching, post-structured reflection on teaching and their relationship to research on teaching in art and audiovisual education; 3. Conceptual analysis of content transformations in teaching as a tool for analytical reflection and for research on teaching in art and audiovisual education; 4. The relationship between teaching reflection and teaching research. Concepts of reflective practice in relation to action or evaluation research. Research as a link between theory and practice of teaching in art and audiovisual education; 5. Qualitative and quantitative research design. Mixed research. Differences and implications between sample-to-population generalisation and analytical generalisation. Using research on teaching to support practice in art and audiovisual education; 6. Curriculum in relation to research on teaching. Credibility and transferability (of qualitative research) or validity and reliability (of quantitative research) with respect to curriculum in art and audiovisual education; 7. Comparative curriculum research as a source of knowledge about pedagogically and didactically key aspects of the learning environment in art and audiovisual education; 8. Relationships between theory in the field and empirical research. Issues of facts in research and the detection of the occurrence of the phenomena under study. Research methodology, research method and their implications for the quality of research in art and audiovisual education; 9. Research planning. Processing of the current state of knowledge. Selection of the target field of research. Determining the value and objectives of the research, the research subject and the research problems or questions. Selection of the research sample; random selection, purposive sampling. Timing of the research; 10. Organization of the research and its procedure with a focus on the SHS and the Primary School. Research design. Research field: place, time, persons. Acquisition and processing of information. Organisation of data or data acquisition. Collection of data through audio-visualization. Qualitative analysis of audiovisual research data; 11. Recording the progress of the research and processing the findings. Technological support in recording and processing research data or data in art and audiovisual education. Audio-visual options for presenting research findings; 12. Use of research results and publication of research findings. Recipients of research findings, distribution and use of findings in the community of practice and professional community; 13. Research ethics in art and audiovisual education. The research team as a working community.
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Learning activities and teaching methods
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- Preparation for an examination (30-60)
- 40 hours per semester
- Graduate study programme term essay (40-50)
- 40 hours per semester
- Contact hours
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| to understand the basic concepts of reflecting teaching analytically with a focus on key or critical learning situations; |
| to clarify basic knowledge of structuring the mental picture of teaching; |
| to explain the relationship between theoretical concepts and the interpretation of learning situations. |
| Skills |
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| to reflect an instruction analytically with a focus on key or critical situations; |
| to structure her/his experience of teaching and her/his thought image through professional concepts; |
| to apply prerequisites for pre-and post-structured reflection of teaching. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| to clarify all the required terms for reflection of teaching analytically with a focus on key or critical learning situations; |
| to clarify the required knowledge for structuring the mental picture of teaching; |
| to explain deeply of the context between theoretical concepts and the interpretation of learning situations. |
| Skills |
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| to reflect teaching and learning analytically with adequate use of professional concepts and focusing on key or critical situations; |
| to structure own experience of teaching and its mental image through professional concepts in order to analyze, evaluate and justify its professional judgments or judgments in an empirically relevant and theoretical way; |
| to obtain the materials for the research of teaching and a justified evaluation of its quality on the basis of a preliminary or subsequently structured reflection of the lesson, |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Lecture |
| Lecture with a video analysis |
| Textual studies |
| Task-based study method |
| Discussion |
| Skills |
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| Skills demonstration |
| Students' portfolio |
| Discussion |
| Competences |
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| Seminar |
| Cooperative instruction |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Continuous assessment |
| Skills |
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| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Competences |
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| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
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Recommended literature
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BRÜCKNEROVÁ, Karla. Jak zkoumat výtvarnou výchovu. In Škola doktorských studií Katedra výtvarné kultury, Pedagogická fakulta, Univerzita Jana Evangelisty Purkyně. Katedra výtvarné kultury, Pedagogická fakulta, Univerzita Jana Evangelisty Purkyně, 2018.
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Brücknerová, Karla. Skici ze současné estetické výchovy. 1. vyd. Brno : Masarykova univerzita, 2011. ISBN 978-80-210-5616-9.
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Eisner, E. The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice.. New York: Macmillan., 2001. ISBN 978-0135314197.
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Hendl, Jan. Kvalitativní výzkum.. Praha: Portál, 2005. ISBN 80-7367-040-2.
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Chráska, Miroslav. Metody pedagogického výzkumu. Základy kvantitativního výzkumu.. Praha: Grada, 2007. ISBN 978-80-247-1369-4.
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IRWIN, Rita L., LASCZIK, Alexandra, SINNER, Anita & TRIGGS. Valerie. A/r/tographyEssential Readings and Conversations.. Bristol: Intellect Books, 2024. ISBN 9781789387995.
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Nohavová, A., & Slavík, J. Expression ? An Experimental Field for Investigation and Management of the Paradox of Education.. International Education Studies, 2012.
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Pauwels, L. & E. Margolis. The SAGE Handbook of Visual Research Methods. Los Angeles: SAGE Publications, 2011. ISBN 9781847875563.
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Švaříček, Roman; Šeďová, Klára. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007. ISBN 978-80-7367-313-0.
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UHL SKŘIVANOVÁ, V., PLÍHALOVÁ, M. Pozice české výtvarné výchovy v mezinárodním kontextu. Plzeň: ZČU, 2022. ISBN 978-80-261-1099-6.
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